Leading Standards-Based Education Reform by Vogel Linda R.;

Author:Vogel, Linda R.;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Education
Published: 2010-01-01T00:00:00+00:00

Communication of Learning to Parents

The final indicator of standards-based education implementation in the transitional data stage is communication of student achievement of state learning standards to parents. This first takes the form of the development or adoption of an online grade reporting system that ties student classroom performance to learning standard targets. The next step in communication with parents is a sharing of detailed information of how students perform on the district and state assessments of the learning standards.

Administrators and teachers recognize that accessibility to this student information is limited by parental access to and familiarity with technology and that this limitation is greater for parents of low-socioeconomic-status students, many of which are also English-language-learner (ELL) students, who generally perform lower on district and state assessments than their more affluent peers whose sole language from birth is English.

Traditional reports of student progress, such as progress reports sent home with students at various weekly intervals, school report cards mailed to parents, and parent–teacher conferences or beginning-of-the-year open-house events, were viewed as the alternative methods of communicating with parents who did not have technological access to the online data systems.

Many teachers also discussed the use of notes sent home when students did not turn in homework or were failing a class as well as teacher notes in student assignment books. With the exception of parent–teacher conferences and e-mails from parents, the communication regarding student learning was predominantly one way, from teachers to parents, with limited opportunities for dialogue between parents and teachers.

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